Create campus environments that support students with impairments

Evans, Nancy J.; Broido, Ellen M.; Brown, Kirsten R.; Wilke, Autumn K.

doi:10.1002/dhe.30306

Cited by 14 publications

(40 citation statements)

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“…Scholars (e.g., Montecinos, 1995; Solórzano & Yosso, 2002) have critiqued the role of master narratives in erasing the nuanced experiences of marginalized communities. The master narrative of disability often views disability as a medical condition with an emphasis on what the individual cannot do rather than the strengths of their bodymind (Evans et al, 2017). This focus on illness and deficit strengthens the idea of a binary experience of normality or abnormality.…”

Section: Methodsmentioning

confidence: 99%

“…Disabilities vary in their influence on energy levels and the time it takes to engage in activities associated with college attendance (Evans et al, 2017). Spoon theory uses kitchen utensils (spoons) as an analogy to explain that some disabled people, particularly those with chronic health conditions or mental health disabilities, must make conscious choices about when, where, and how they expend their finite energy (Miserandino, 2003).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Current scholarship on disabled students and college success focuses on metrics of academic achievement, retention, persistence, and graduation (Kutscher & Tuckwiller, 2019; Madaus et al, 2021). Minimal research explores disabled students’ definitions of success or the factors that they describe as influencing their success in college (Evans et al, 2017) or examines how those individual definitions conform to, expand, or explicitly crip 1 normative definitions of success. Because normative definitions of success are likely to reflect the ableism woven into postsecondary institutions (Dolmage, 2017), practitioners who are socialized into standard paradigms of success may have difficulty supporting, or accurately studying, disabled students’ learning and development.…”

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confidence: 99%

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Doing my best, being healthy, and creating connections: Disabled students’ narratives of collegiate success.

Wilke¹,

Brown²,

Evans³

et al. 2023

Journal of Diversity in Higher Education

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Dominant ideas of student success, such as grade point average (GPA), persistence, and graduation, are constructed as desirable and normalized within educational systems. However, research with minoritized populations, such as lesbian, gay, trans * , bisexual, queer+ (LGTBQ+) students or Native American students, demonstrates that students' definitions of success may not align with normative frameworks. Disabled students represent over 19% of undergraduates in the United States. Although disabled students are an important and growing population, their definitions of success remain unexplored. Existing research indicates that academic definitions of success are likely to reflect the ableism woven into postsecondary institutions and thus practitioners or researchers who are socialized into normative paradigms of success may have difficulty supporting disabled students' learning and development. In this study, we used cripistemological frameworks and narrative methodological approaches to explore 24 disabled students' stories of success. Students' definitions differed from those of their institutions; students focused on social integration, being and staying healthy, learning new concepts, and building communities. We found that disabled students "cripped" success by resisting normative definitions. Although students held academic goals, those goals were substantively adapted to fit with crip time, crip trying, and creating community. One student in this study demonstrated crip gain by viewing their disability as an advantage, while others directly challenged the ideological systems that are used to construct smartness. When interpreting these findings, it is important to understand that they represent predominantly White-lived experiences. Future research must include perspectives of disabled students of color.

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Section: Methodsmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

mentioning

confidence: 99%

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Doing my best, being healthy, and creating connections: Disabled students’ narratives of collegiate success.

Wilke¹,

Brown²,

Evans³

et al. 2023

Journal of Diversity in Higher Education

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“…Nancy J. Evans és szerzőtársai (Evans et. al., 2017) az UD-oktatás és a tanulás területén történő alkalmazásáról a következőket írják:…”

Section: Az Oktatási éS Tanulási Környezet Kiala-kítása Az Ud Elvei Sunclassified

Befogadó tervezés a felsőoktatás oktatási, tanulási környezetében

Fazekas¹,

Intézet²

2019

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“…There is a substantial literature base on students with learning disabilities that will be improved upon with the addition of this present study; furthermore, this sub-group was selected because it was one of the largest in the NSSE sample examined and this disability is often not visible to educators and therefore requires specific scholarship to advocate for the needs of this overlooked population. Often co-occurrence of disabilities is overlooked in quantitative higher education research (Evans et al, 2017); therefore, in the design of the present study, we examined direct and indirect paths for students with only learning disabilities and also students with learning disabilities and other disabilities.…”

mentioning

confidence: 99%

The direct and indirect effects of engagement on desired outcomes for first-year students with learning disabilities.

Zilvinskis¹,

Taub²,

Novi³

et al. 2023

Journal of Diversity in Higher Education

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Finding pathways to success for students with disabilities is important to the work of administrators and educators who wish to support this population. Guided by an anti-deficit framework and the minority group model, data from the 2015 and 2016 administration of the National Survey of Student Engagement were examined to learn how Engagement Indicators related to outcomes (GPA, satisfaction, and self-reported learning) for over fifteen thousand first-year students with disabilities. To avoid deficit framing, structural equation modeling was employed to measure the mediation effects of four Engagement Indicators for students with learning disabilities compared to other students with disabilities. Results from this study indicate that most Engagement Indicators are significantly, and in some cases strongly, related to outcomes for students with disabilities; however, only Student-Faculty Interaction was a significant, positive mediator for students with learning disabilities whereas the significant negative mediators indicate that engagement has divergent effects for students with disabilities.

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Create campus environments that support students with impairments

Abstract: This article is adapted from Disability in Higher Education: A Social Justice Approach, published by Jossey‐Bass, A Wiley Brand.

Cited by 14 publications

References 0 publications

Doing my best, being healthy, and creating connections: Disabled students’ narratives of collegiate success.

Doing my best, being healthy, and creating connections: Disabled students’ narratives of collegiate success.

Befogadó tervezés a felsőoktatás oktatási, tanulási környezetében

The direct and indirect effects of engagement on desired outcomes for first-year students with learning disabilities.

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